Education Of Autistic And Related Communication Handicapped Children

The Ontario government is focused on providing effective early interventions for young children with autism (Perry, n.d.). Throughout the years, a substantial amount of research has been done regarding the neuroplasticity and the effectiveness of early intervention in young children (Perry, n.d.). The results of this research have given professionals a greater understanding for a new program directed to young children- which is designed and implemented for children with a diagnosis of Autism Spectrum Disorder and some diagnosed with Pervasive Developmental Disorder- Not Otherwise Specified (PDD-NOS) are also eligible (Perry, n.d.). In 1999, $19 million was funded by the Ontario government to be invested in the services of Intensive Behaviour Intervention (IBI). This specific program is developed for children up to and including the age of 5 years old (Perry, n.d.).

In the article Early Intervention in Autism, autism is being broken down to different details such as the background of autism being found in 1943 by, Leo Kenner by observing and doing research. There are many different intervention program for autistic children and each program has a different desire to have an effect on the child with autism. Different programs have different meaning and outcomes to improve the child’s autistic life style.

There are several interventions that are available for those with autism. The interventions are separated into the

Many of us have heard about Autism, also knows as Autism Spectrum Disorder (ASD). Some have a family member, a friend, or know someone who has ASD. Increasingly it is becoming a more common disability. “Autism is one of the fastest-growing developmental disorders in the U.S” (Autism Speaks). Autism has no respect for gender, race, social class and or ethnicity. “Autism is a pervasive developmental disorder that involves abnormal development and function of the brain.” (Autism Center of Excellence) People who have autism have a lot of difficulties with social skills, communication and also will develop behavior issues. These behavior problems of an individual with autism can vary at times and can go from mild to severe. According to the Autism Science Foundation it says,” Many people with the Autism Spectrum Disorder (ASD) also have unusual ways of learning, paying attention, and reacting to different sensations. The thinking and learning abilities of people with ASD can vary—from gifted to severely challenged.” The causes and symptoms, as well as the diagnosis, and the treatments of autism vary.

The term autism currently holds a meaning that is significantly different than when it was first adopted into our vocabulary in the 1960’s. The evolution of scientific discoveries within the field of autism research is remarkable and consistently improving. With the prevalence of autism continuing to reach sky rocketing numbers, the inclusion of children with autism spectrum disorders (ASD) in the school system is extremely important. Every child has the right to obtain an education and finding new methods that provide this for children with ASD is vital. Creating programs and techniques that can be personalized to a child is the key to them receiving the most out of their education. Discrete trial teaching, pivotal response treatment and picture

Just as Autism has many different types and variations, so does the methods of treating it. Objective scientific studies have confirmed the benefits of two methods of comprehensive behavioral early intervention. They are the Lovaas Model based on Applied Behavior Analysis (ABA) and the Early Start Denver Model. Parents and therapists also report success with other commonly used behavioral therapies, including Floortime, Pivotal Response Therapy and Verbal Behavior Therapy. (Autism Speaks, 2017)

With the prevalence of autism at an all-time high, there are many benefits to identifying a child as early as possible. Identification and intervention can dramatically improve outcomes for children with ASD. Children have increased neural plasticity at a very early age, making it easier for children to learn new skills such as communication, play, and overall skill development. Early intervention will improve children’s behaviors and remediate areas of weaknesses. Also, according to the New Jersey Early Intervention System program, early intervention makes the transition into preschool easier for children diagnosed with autism. In addition, parent-implemented intervention usually leads to better parent-child interaction, improved communication, behavior, and better maternal knowledge of autism.

If we look at the anatomical parts of the brain, we can notice differences in autistic children’s brain. According to Just, Cherkassky, Keller, Kana, and Minshew (2007), when autistic group was compared to control group, the functional connectivity was lower for the autistic participants between frontal and parietal areas, relevant parts of corpus callosum were smaller in cross sectional area and the size of the genu of the corpus callosum was associated with the functional connectivity of frontal-parietal. Applied Behavioral Analysis is one of the most widely used interventions working with children that have autism. ABA intervention is bases of the behavioral therapy that was introduced by B.F.Skinner, a spokesperson for

This approach to treatment has been an effective tool to help children on the autism spectrum, however, it is considered controversial by many who see it as attempting to change or normalise autistic behaviours.

Autism is categorized by deficits in maintaining social relationships and difficulty communicating. The number of children being diagnosed with autism is steadily increasing. Therefore the need incorporate effective interventions that focus on the development of the individual child has become an imperative component for their success. The key for children with Autism to achieve academic and social success depends upon the collaborative effort that is shared among all parties involved: family, teachers, peers; mental health professionals and the community.

The study included 61 preschool children with autism who were randomized to one of two groups; one receiving intervention

There has been an increase in the number of children diagnosed with autism or other autism spectrum disorders. It is likely as an educator that you will have at least one child with this diagnosis in your classroom. This paper explores some of the methods used to teach autistic children.

Trainers conduct an assessment that identifies the emerging skills and addresses them as the first teaching goals. Students begin by learning functional skills, and good work habits that enable them to function with little intervention provided they are within the TEACCH structure (Jordan, Jones and Murray, 1998). This is the most widely used approach for teaching autistic children. Visual information, predictability and structure help the children understand what they are supposed to do, where and when it should be done, and the order of doing the activity. Parents are also involved in the programme, and their work is to promote a feeling of competence and well-being among the children. They work as co-therapists and participate in home activities when TEACCH instructors make home visits (Jordan, Jones and Murray, 1998). Parents also provide home training for goals such as independent play, increasing communication, and toilet training. They are provided with parent support information that helps them learn strategies of effective training.

According to the CDC, autism is “a developmental disability that can cause significant social, communication and behavioral challenges (Facts About Autism, 2016)”. Autism was first discussed in 1943 by Dr. Leo Kanner, after he observed 11 children who had fixations on the inanimate environment rather than people (Quick Facts About Autism). It affects about one percent of the population, and is

Autism Spectrum Disorder is not curable but it can be controlled using a certain type of treatments. There are various types of treatments used by parental, caregiver and clinical. The treatments can be separated into behavior and communication approaches, medication and complementary and alternative medicine. Applied behavioral analysis is a treatment approach that is used in many schools and treatment clinics (Foxx, 2008). There are different types of ABA and one of it is early intensive behavioral intervention (EIBI). EIBI is the most effective treatment used for young children from birth to 3 years old as the services consist of treatments to assist the child to talk, walk and interact with others (Matson & Goldin, 2014). Discrete trials teaching (DTT) is one of the key teaching methods in EIBI. An efficient approach for teaching children with ASD has been shown by DTT and it plays an important role in language, social and academic skills. DTT has a sequence of discrete learning units that allows the skills to broken down into smaller units when teaching a new skill. DTT consist of three-term possibilities,